Holistic Approaches to Obedience with the Montessori Method - Essay Example

Holistic Approaches to Obedience with the Montessori Method Introduction The Montessori perspective is one that has been used to redefine education and the different concepts that apply to teaching and the cognitive development of children. As this particular perspective continues to develop, there are also new methods and alternatives that are approached for children and their needs. The main philosophies that come from the Montessori perspective, as well as the development that is currently used by teachers and administrators is now creating a holistic and well rounded approach to teaching. As this is developing, there are also new components that are providing several with new ways to approach teaching and the needs that children have. The Montessori Method is one that is not only able to provide a fostering and development of children that are moving through different stages of cognitive development. More importantly, there is an understanding of new and revolutionary approaches to teaching. These are providing new concepts that can be applied to teaching, development and the overall exploration of learning that is needed in schools at this time frame. Defining the Montessori Perspective The educational basis that is a part of the Montessori perspective is based on creating a different environment and context for learning with children. The Montessori perspective began to develop after World War II, with the developing belief that each child is able to learn in different ways and has a natural tendency toward exploration and creativity. The main concept and approach was to use integrated methods toward learning and to have a specific approach that was holistic and exploratory for students. The initial programs that were developed moved into an institute created by Dr. Montessori, all which were based on developing a liberal program that was able to enhance learning. Dr. Montessori used some of the methods from older ways of teaching, all which were adapted to this specific classroom. This was combined with the liberal ideas of education, which was based on interactive development, exploration and the ability to learn through different levels of cognitive experiences (George, Montessori, 1992). The development of this method has not only leads to exploration for students, but also has assisted in the discipline and obedience perspectives that are required for the method. Since the program is based on exploration and the formation of discovery through individual experiences in the classroom, many have had to develop alternative understandings of what is included in the discipline of the children. Specifically, teachers have had to create personal philosophies on how to interact with children and what is expected within the classroom. The discipline that has been established from this is based on the concept of having deadlines, goals and achievements that enhance students. Positive reinforcement and the association with completing different tasks are often a part of the initiatives and are combined with the explorations that are in the classroom. This provides a level of obedience toward projects while initiating the discovery. At the same time, there is a link to the creativity and exploration while the end goals don’t get in the way with individual understanding of different topics. The concepts of discipline and obedience, when combined with this method, are a part of the older techniques that Dr. Montessori adapted into the newer methods, all which are based on enhancing and developing children not only with cognitive development, but also with specific characteristics and attributes (Malm, 2004). Creating a space where cognitive development is enhanced, not only through basic learning but also through characteristics that are applicable as life skills can then create a deeper level of development for children. This approach and definition is one that is created through a well – rounded and holistic component to discipline and obedience among children. Creating Environment and Discipline To ensure that students are able to associate with the discipline and obedience that is a part of the Montessori Method, there is also the need to associate with a different environment and the expectations that are associated with this. The more that an environment is created for specific types of learning, the more likely children will be able to respond in a positive manner. This will help to enhance and support the development of specific types of attributes and will provide a stronger basis for the learning that is needed within the school. More importantly, this will incorporate a way to enhance creativity and learning without having the end goals being the dominant part of the activity. If the end goal gets in the way of the learning, specifically to develop discipline, then many of the children may feel inhibited and may not concentrate on the concepts of exploration and individual understanding through the available resources that are used with the Montessori Method. The learning environment that is associated with discipline and the Montessori Method is first developed through an action – oriented environment. The more children have an appeal to move through specific activities, the more likely they will respond by creativity, development and exploration. Setting up the initial areas that will naturally allow children to explore and develop what is needed is the first part to creating the correct response for children. The combination of the learning environment with an enhancement, support and sense of positive reinforcement combines with what is needed to help children create their own response with discipline. The more that children feel the desire and motivation to explore on their own through the environment, the easier it will be for individuals to create their own sense of discipline. By showing specific actions, creating an action oriented environment and reinforcing behaviors that demonstrate this discipline, there is the ability to have a stronger basis for the children (McBride, 1996). Development of Will and Discipline The concept of development with discipline is one that is not associated with the creation of individual attributes. More importantly, there is an association with the will that the children have to create different projects and to have a positive reaction to the environment. As discipline develops in children there is also an association with the desire to create this discipline and exploration. The competence that children are able to establish with different projects is one that creates a specific association with discipline and will. The more that children are able to build their self – esteem with different projects and their association with discovery, the more likely they will develop discipline toward their creations. As the different projects, levels of creativity and the exploration is enhanced with a level of positive reinforcement, the more likely that they will develop further discipline. If a child begins to feel discouraged or unfocused, then it is most likely not only associated with the way in which they are focused on discipline. More importantly, it is associated with feeling discouraged or unable to explore and develop what is needed. Part of the environment that needs to be established with children is based on the positive reinforcement that allows them to create a will based on exploration and their personal needs (Masten, Coatsworth, 1998). The encouragement and positive aspects that are a part of children and their cognitive development then creates a holistic approach that is healthier in the development of discipline among children. Developing Obedience To create an understanding of obedience in the classroom and for children, there is the need to create a solid foundation for children from a very early age. Children will quickly develop and to understand what is needed in terms of obedience, specifically by seeing how the environment is working and what is expected in a given situation. The development of obedience is based on how children are taught this specific aspect of discipline, as well as what is expected in the classroom. If a teacher or family member doesn’t create an association of what is expected within a specific environment, then children will test the boundaries and will create a different understanding of what they can or can’t do in terms of obedience. However, if there are strict rules, as well as a sense of positive reinforcement for those that are obedient, then children will respond in a manner that is more conducive to what is needed within the given setting. To do this effectively teachers will need to create a specific role in the environment and will need to respond to children with both positive reinforcement and by approaching the concepts of disobedience. This will work as a main initiative and influence for children that are learning and exploring at their own pace with the Montessori Method (Selman, 1971). Three Levels of Obedience The different concepts of obedience are not only relevant within the environment, but are also related to the holistic approaches of learning using the Montessori Method. There are several levels that are associated with obedience and the expectations that are a part of the absorbent mind. Younger children are more likely to develop a specific association with obedience and the expectations that are a part of being obedient. The sooner that these are developed in a child, the more likely they will be able to create a different set of characteristics with their personality. This is associated with the absorbent mind that wants to take in the several types of information at every stage of development. At the same time, if a child is not introduced to concepts of obedience and discipline at an earlier age, then this will create the opposite reaction in given environments. Many that have a sense of disobedience to others absorb this attribute from an early age and are unable to present information about obedience in their daily activities. The first level of obedience is linked to absorbing obedience from others. This leads to the action of obedience in different situations as the second level of obedience. The third level of obedience is associated with actions and continuous discipline that is a part of obedience and what is expected from children. This is often created with the spiritual and social embryonic stages in a child. The main concept that is linked to the social embryonic stages includes the self – elected motives that are a part of a child, specifically which come from their spiritual nature. As the child creates a specific understanding of their role at this stage, they also show a specific association with the development of their mind and the way that it works in relation to their characteristics. It is during the early stages after childbirth that these characteristics can be enhanced as the children absorb the surrounding environment and what is a part of their growth. Nourishing the self – development of children through images, attention and the environment will all create a specific response that is associated with the three levels of obedience in children (Scott, 1965). Understanding the foundational concepts that children have already developed in their earlier years, starting from spiritual and embryonic growth, then coincides with the development of obedience and discipline in the classroom. As this is done, children will be enhanced to further develop the foundation that has already been established at earlier stages. More importantly, children will be able to absorb the characteristics of discipline through the environment as a further stage of development. The concepts that can be applied at this point will help children to have a positive basis for their needs and will create a stronger understanding of what is needed in terms of obedience and discipline, which can easily be applied later in a child’s growth. Conclusion The concepts of discipline for children is one that is not only associated with the basic implications of developing obedience. The practice in the Montessori Method is one that enhances this through specific applications development and the understanding of needs from specific children. More importantly, this is able to help with the cognitive development and holistic learning from younger children as they move through the different stages of development of obedience. Ensuring that students are able to create a specific discipline and set of obedience is not only reliant on traditional approaches toward developing this characteristic. More importantly, is the need to create an environment, teacher philosophies and ways to enhance the discipline that is already inherent in children and their understanding and beliefs of discipline and obedience. Children are required to have different learning experiences, environmental enhancement and situations that will provide them with a development of discipline and obedience. As this is done, children will be able to effectively grow with the characteristics of discipline and obedience, all which are formed in a holistic and well – rounded approach to learning. References Malm, Brigette. (2004). Constructing Professional Identities: Montessori Teachers’ Voices and Visions. Scandanavian Journal of Educational Research. *48), (4). Masten, Ann, Douglas Coatsworth. (1998). The Development of Competence in Favorable and Unfavorable Environments: Lessons from Research on Successful Children. American Psychologist (53), (2). McBride, Allan. (1996). Creating a Critical Thinking Learning Environment: Teaching Statistics to Social Science Undergraduates. Political Science and Politics. (29), (3). Montessori, Maria, Anne George. (1992). Montessori Method. New York: Barnes and Noble. Scott, Colin. (1965). Children’s Self – Organized work and the Education of Leadership in Schools. The Elementary School Teacher (6), (1). Selman, Robert. (1971). The Relation of Role Taking to the Development of Moral Judgment in Children. Child Development (42), (1). Read More